Locations of high poverty are, at times, publicly constituted as being educationally deficit, with location-based successes identified as exceptional variances. This is particularly the case in the public domain through media representations that contribute to institutionalised understandings of locations of poverty. Using the National Assessment Program: Literacy and Numeracy test as a starting point for the public representations of educational attainment, this paper draws on spatially framed metaphoric concepts to analyse these textual portrayals of the educational outcomes of communities in locations of poverty. Drawing on a corpus of newspaper articles generated through a systematic newspaper article review, these data will problematise the inferences about educational attainment in locations of poverty. The metaphoric concepts focus on (1) area space related to boundaries, inclusions and exclusions; (2) orientation space referring to a progression within educational performance informed by directional and hierarchical attributes such as up or down, top or bottom; and (3) movement space focusing on comparisons noted by the degree and speed of change in educational achievement. These spatially framed metaphoric concepts in media texts normalise locationally based poor attainment that amplifies inequality.

中文翻译：

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空间框架的隐喻概念、教育程度和贫困的位置：对报纸文本的分析

有时，高度贫困的地区被公开描述为教育缺陷，基于地区的成功被确定为特殊差异。在公共领域尤其如此，通过媒体代表有助于制度化地了解贫困地区。使用国家评估计划：识字和算术测试作为教育程度公共表征的起点，本文利用空间框架隐喻概念来分析这些贫困地区社区教育成果的文字描述。利用通过系统性报纸文章评论生成的报纸文章语料库，这些数据将对贫困地区教育程度的推论产生问题。隐喻概念侧重于（1）与边界、包含和排除相关的区域空间；(2) 定向空间是指教育绩效的进展，由向上或向下、顶部或底部等方向和层次属性通知；(3) 运动空间侧重于通过教育成就变化的程度和速度进行比较。媒体文本中的这些空间框架隐喻概念使基于位置的不良成就标准化，从而放大了不平等。